PRINCIPALS-STAKEHOLDERS COLLABORATION IN SCHOOL GUIDANCE AND COUNSELLING: EFFECTIVENESS AND CONSTRAINTS IN CONTROL OF DRUG ABUSE AMONG STUDENTS IN KENYA

Year 2019, Volume: 5 Issue: 12, 992 - 1018, 29.10.2019

Joseph Mungaı

Abstract

The
issue of drug and substance abuse is a major headache to societies and
authorities around the world. It remains a major social problem world over. No
nation has been spared from the devastating problem caused by drug and
substance abuse. In Kenya for instance, there is indiscriminate use, abuse and
dependence on various types of drugs in secondary schools creating a concern
for everybody. Occurrence and recurrence of the vice in schools and related
indiscipline poses doubt about the effectiveness of guidance and counselling which
has been advocated for in control of the vice. Collaboration among stakeholders
have been championed for effective control of the vice. The purpose of this
study therefore was to establish the effectiveness of principals-stakeholders
collaboration in guidance and counselling for successful control of drug abuse
among students. Transformational Leadership theory was adopted in this study
which employed descriptive survey design. Samples  of 35 principals and 35 heads of guidance and
counselling departments were selected using proportionate, stratified and
simple random sampling tehniques. The data was analyzed using frequencies and
percentages (descriptive statistics). The findings revealed that miraa(khat),
alcohol and cigarettes were the most prevalent drugs abused; cocaine, heroine
and valium were the least prevalent; principals collaborated with religious
organizations, external counsellors, teachers, parents, other schools, peer
counsellors, school management, education officers and general hospitals in
management of drug abuse through guidance and counselling. Areas of
collaboration included provison of guidance and counselling services ,
financial and material support, pastoral and spiritual support, medical support
and training of teacher  counsellors.
Guidance and counselling was overwhelmingly effective in management of drug
abuse. Principals constraints revolved around lack of trained, committed and
supportive teacher counsellors and insufficient financial, human and material
resources. The recommendations include the following: expansion of spheres of principals’
collaboration with diverse stakeholders in guidance and counselling by
increasing school-community interactions through workshops, conferences and
seminars; provision of further and inservice training to principals and teacher
counsellors in guidance and counselling; national and county governments should
provide financial, human and material support to the school guidance and
counselling programme; increase public sensitization campaigns to enlighten everyone
on the gravity, causes and effects of drug abuse; and students should be
encouraged to open up about issues affecting them such as drug abuse so that
they can receive the the guidance and counselling help.

Keywords

Drug abuse, collaboration, guidance

References

• Adejide, A.O.(2006) Status of Drug Abuse in Africa: A Review. International Journal of Mental Health and Addiction, 4, 87-102.
• Aura, J.H.O. (2003). An Investigation into the Implementation of Guidance and Counselling Programme in Some Selected Secondary Schools in Butere-Mumias District, Kenya. Unpublished Master of Education Project, Kenyatta University.
• Barasa, M.N & Ngugi, M. (1990). Educational Administration. Nairobi: Nairobi University press.
• Botvin, G. (2000). Preventing Drug Abuse in Schools: Social and Competence Enhancement Approaches Target Individual level Ecological Factors.Addictive Behaviours, (29), 887-897.
• Bass, B.M. & Avolio, B.J (1994). Improving organizational Effectiveness through Transformational Leadership. Thousand Oaks, CA: Sage.
• Burns, J.M. (1978). Leadership. New york: Harper and Row.
• Cheloti, S.K. (2013). Effective Headteachers’ Strategies used to Curb Drug and Substance Abuse in Public Secondary Schools in Nairobi County, Kenya. Unpublished Doctor of Philosophy Thesis, University of Nairobi.
• Cheloti, S.K. Ursula, A.O. & Obae, R.N (2018). Guidance and Counselling Strategy in Curbing Drug and Substance Abuse (DSA) in Schools: Effectiveness and Challenges to Headteachers in Kenya. World Journal of Educational Research and Reviews, 4(1), 051-061.
• Cobia, D.C. (2007). Developing an Effective and Accountable School Counselling Programme. Upper Saddle River, NJ: Prentice Hall.
• Cooley, L (2010). The power of Groups: Solution-focused Group Counselling in Schools. Thousand Oaks, CA: Corwin Press.
• Duke, D. (2004). Challenges of Educational Change. Boston, MA: Pearson.
• Erford, B.T. (2010). Group Work in Schools. Upper Saddle River, NJ: Prentice Hall.
• Erford, B.T. (2011). Transforming the School Counselling Profession. Upper Saddle River, NJ: Prentice Hall.
• Gay, L.R. (1992): Educational Research: Competences for Analysis and Application. New York: Macmillan Publishing Company.
• Gay, L.R. Mills, G.E. & Airasian P.W. (2009). Educational Research: Competences for Analysis and Application. New Jersey: Kevin M. Davis.
• Gitonga, P.K. (1999). A study of Secondary Schools Headteachers’ Attitudes towards Guidance and Counselling Programme in Meru Central District. Unpublished Master of Education Thesis, University of Nairobi.
• Gothard, W.P & Goodnew, E. (1987). Guidance and the Changing Curriculum. London: Croom Helm.
• http://www.igi-global.com/dictionary/multi-agent...management practices/17783.
• http://www.usnodrugs.com/addiction-treatment-counsellors.htm.
• http://www.tutorialpoints.com/management.concepts/management..best..practices.htm.
• Kamoren, S.K. & Tiego, P.M.(2015): What Hinders Guidance and Counselling Effectiveness in Enhancing Discipline is High Schools in Muranga County, Kenya. International Journal of Science and Research. (IJSR) ISSN (ONLINE): 2319 – 7064 V014 Issue 2. Feb.2015 www.ijsr.com.
• Kimani, L.W.(2014). Headteachers’ Role in Enhancing Pupils’ Performance in Mathematics in Public Primary Schools in Thika West District, Kiambu County, Kenya. Unpublished Master of education, Kenyatta University.
• Kipkulei, T.K.(2015). Influence of Principals’ Leadership Characteristics on Students’ Performance in Co-Curricular Activities in Public Schools in Baringo Central Sub-County, Baringo County. Unpublished Master of Education Project, Kenyatta University.
• Kiragu, T.W. (2002). An Investigation of the Extent of Guidance and Counselling Programmes in Some Secondary Schools of Thika District, Kenya. Unpublished Master of Education Project, Kenyatta University.
• Kleinaltenkamp, M. & Ehret, M. (2006). Relationship Theory and Business Markets. Brandford, England: Emerald Group Pub.
• Makokha, A.M. (1984). Drug Abuse Among Secondary School Youth: A Survey Done at Lenana and Upper Hill Secondary Schools. Diploma Paper on Health education.
• Muchiri, P.W.(1998): Participatory Approaches used by Head teachers to Enhance Discipline among Secondary School Students in Nairobi Province. Unpublished Master of Education Thesis, University of Nairobi.
• Mugambi, O.N.(2016). Challenges Facing Deputy Principals in Maintaining Students’ Discipline in Public Secondary Schools in Imenti South, Meru County, Kenya. Unpublished Master of Education Project, Kenyatta University.
• Mugenda, O. & Mugenda, A.(1999). Research Methods: Quantitative and Qualitative Approaches. Nairobi: African Centre for Technology Studies (ACTS) Press.
• Mulusa, T. (1998). Evaluating: Education and Community Development Programmes. Nairobi: CADE, University of Nairobi and Deutsche Stiftund, fur Internationale Entwicklung.
• Mungai, J.G.(2001). Teachers’ Perception of Bureaucratic and Personality Factors Inhibiting their Participation in Formulating Secondary Schools Operational Decisions in Nairobi Province. Unpublished Master of Education Thesis, university of Nairobi.
• Mungai j.G (2011). Headteachers’ Role in Enhancing Guidance and Counselling of Students on Drug Abuse in Public Secondary Schools in Nyeri and Mbeere Districts. Unpublished Doctor of Philosophy Thesis, Kenyatta University.
• Munyi, S.N. (1999). A Survey of Juvenile Delinquency Management in Kenya. The Case of Nairobi. Unpublished Diploma in Adult Education Project, University of Nairobi.
• Muoti, S.K. (2014). Effects of Drug and Substance Abuse on Academic Performance Among Secondary School Students in Kathonzweni District, Makueni County Kenya. Unpublished Master of Education Project, University of Nairobi.
• Mutie, E.K, & Ndambuki, P.(1999). Guidance and Counselling for Schools and Colleges. Nairobi. Oxford University Press.
• Mwamwenda, T.S.(1996). Educational Psychology: An African Perspective (2nd Ed.). Durban: Heinemann Publishers (Pty) Ltd.
• Mwanje, J.J. (2001). Issues in Social Science Research. (Module 1). Addis Ababa: OSSREA.
• Mwanje, J.J. (2001). Quantitative Research Process. (Module 2). Addis Ababa: OSSREA.
• Nakpodia, E.D. (2010). Teachers’ Disciplinary Approaches to Students’ Discipline Problems in Nigerian Secondary Schools. Department of educational Administration and policy Studies, Delta state Univeristy, Abraka, Nigeria.
• Nduhi, D.(March 21st 1998). ”Poverty to Blame for Boys’ High Dropout in Mbeere”, in Daily Nation, P.4.
• Neukrug, R.C.(2011). Counselling Theory and Practice. Belmont, CA: Brooks/Cole.
• Ng’ang’a, R.M.(2003).A Study of Participatory Approaches Used by Head Teachers’ to Control Drug Abuse in Public Secondary Schools in Nyeri District. Unpublished Master of Education Thesis, University of Nairobi.
• Ngesu, L.M., Ndiku, A. & Masese, A. (2008). “Drug Dependence and Abuse in Kenyan Secondary Schools”, Education Research and Review, 3(10). 304 - 308.
• Njagi, J. (June 26th 2008). “Form Two Students Chased Out of school By Rioting Colleagues”, in Daily Nation, P.30.
• Njoka E.W.(2017) An Investigation into Factors Contributing to Drug and Substance Abuse Among the Youth in Lamu County, Kenya. Nairobi: UNESCO Commission.
• Ochieng, O. (1986). The effect of Drug Abuse in Selected Secondary Schools in Nairobi. Unpublished Postgraduate Diploma in Education Project, Kenyatta University.
• Olembo, J.O, Wanga, P.E, & Karagu, N.M. (1992). Management in Education. Nairobi: Education Research & Publications (ERAP).
• Parsons, R.D. (2008).Thinking and Acting Like a Solution-Focused Counsellor. Thousand Oaks, CA: Corwin Press.
• Republic of Kenya (1991). School Management Guide. Nairobi: Government Printers.
• Republic of Kenya (2001). Report of the Taskforce on Students’ Discipline and Unrest in Secondary Schools (Wangari Report). Nairobi: Government Printers.
• Republic of Kenya (2013).Basic education Act. Nairobi: Government Printers.
• Shertzer, B, & Stone, S.C.(1981). Fundamentals of Guidance (4th Edition). In W.P. Gothard & Goodnew (1987). Guidance and the Changing Curriculum. London: Croom Helm.
• Simatwa, P. (2007). Policy Framework Guiding the Administration of Guidance and Counselling in Public Schools. Education Peer Review. Vol .7(3).
• Tracy, J.B. & Hinkins, T.R (1998). Transformational Leadership or effective Managerial Practices. Hospitality Administration and Management Commons and the Training and Development Commons. School of Hotel Administration, Cornell University.
• Tyler, L.G.(1961) The Work of a Counsellor. New York: Apple to Century Croft Inc.
• Wairagu B.W. (2014). Institutional Management Practices for Enhanced Comprehensive Guidance and Counselling Services in Public Secondary Schools in Kahuro District, Muranga County, Kenya. Unpublished Master of Education Project, Kenyatta University.